Clovis Unified School District is tackling the long-standing shortage of special education teachers plaguing districts nationwide.

In May 2019, the district implemented a new strategy, Special Education Credentialing of Teacher Residents aka “SPECTER,, to help recruit teachers to the district.

The program, in partnership with Fresno State, provides financial support to those pursuing higher education or obtaining necessary credentials.

In turn, participants make a commitment to teach in Clovis Unified.

“That is a difficult field for teachers to get into. … a big incentive is to get that monetary support,” said Monica Flores, assistant superintendent of instructional services for CUSD.

Initially, SPECTER experienced setbacks due to COVID-19, but it is now yielding results with 49 participants going through the program.

The district’s enrollment includes roughly 5,300 students in special education programs, about 13% of total enrollment.

This includes pupils dealing with learning disabilities, such as dyslexia and being deaf or hard of hearing. SPECTER focuses solely on teachers serving students with autism.

This number is increasing, locally and nationally, with the student-to-teacher disparity only growing larger.

Recently, 78% of public schools with special education teacher vacancies for the 2024-25 school year had a difficult time filling the positions, according to the U.S. Department of Education.

The shortage is particularly acute in some regions, including the Central Valley, said Kristine Rios, an assistant professor of special education at Fresno State.

SPECTER is helping keep Clovis Unified from facing a similar fate.

Clovis Unified Finds Success

The SPECTER program, targeting teacher recruitment, has helped bring much needed support into special education classrooms.

The district measures the success of SPECTER not just by the number of teachers recruited but also by the quality of teachers, Flores said.

Clovis Unified, which offers career technical training programs in teaching, recognized that these students are potential employees.

“We would love to have our students because we know the quality of work that we’re going to be getting. We know what we’ve invested in them. And so, we know that they’re going to be great candidates for any position in Clovis Unified,” Flores explains.

The district goes into these classrooms and around graduation practices to inform graduating seniors about SPECTER.

Another key component is teachers remaining with the district.

“As of last year… 39 (teachers) were hired and are still employed with Clovis Unified. That is a great number to show the success of the program,” Flores said.

The Clovis Unified hiring process is unique, having candidates interview on site and with their potential co-workers.

“We really want to make sure you are a good fit for us, but also are we a good fit for you too? … We also want you to know all the people that will be there to support you when things arise,” Flores said.

This support system is crucial to special education teachers, who are more likely to experience burnout.

The California School Boards Association recognized the SPECTER at the 2023 Golden Bell Awards. The program received the Professional Development and Teacher Recruitment/Retention award.

If you are looking to become a special education teacher and are interested in SPECTER, call CUSD at (559) 327-9400.

Paraprofessional Provide Support

To help balance increased workloads due to the teacher shortage, Clovis Unified, along with other districts, employs paraprofessionals.

Paraprofessionals are workers, often lacking specialized credentials or schooling, there to offer necessary manpower.

These individuals must possess a high school diploma and have at least two years of college under their belt or passage of the CBEST or a paraprofessional test.

Clovis Unified has begun proctoring the paraprofessional exam, ensuring it is easily accessible, and later retracting the money needed to take the test from a paycheck.

“Due to the shortage, districts often place general education teachers or underqualified staff in special education classrooms, which may result in students not receiving the specialized instruction and services they require,” Rios said.

Despite the lack of specialization by paraprofessionals, districts greatly rely on their help.

“They are an integral part. We cannot do this job without them,” Flores said.

A typical Clovis Unified special education classroom consists of one teacher, a case manager, and three to four paraprofessionals, depending on case load.

Clovis Unified is supporting paraprofessionals, attempting to aid them through additional schooling and obtaining credentials. This specialized training makes a huge difference.

“If they have a heart for it, we want to give them the opportunities to come in and become that teacher,” Flores said.

Additionally, the district provides stipends to educators wishing to take college courses that improve their understanding of students and disabilities.

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Effects on Educators

Special education teachers and paraprofessional are often willing to work diligently in challenging circumstances to help their students, but this dedication can result in burnout.

“The majority of special education teachers leave the field within their first three years… This high turnover rate is often attributed to the demanding nature of the job,” said Kristina Rios, the Fresno State professor.

This can cause disruption in the classroom, affecting students and teachers, who have to adjust to the absence of a familiar face while welcoming a new educator.

To combat this, Clovis Unified has focused on building “scaffolding” for their teachers, creating “Autism Mentor.”

This is a program that facilitates colleague-to-colleague support and mentorship, focused on those new to the profession.

Additionally, new educators go through Special Education Bootcamp, a 5-to-6-day training process. They get instruction on classroom tools and management, all while getting paid.

These programs have greatly paid off, getting teachers into Clovis Unified classrooms and keeping them there.

“We’re not super far off the retention rate of our general education counterparts.  … We have program specialists, and we have built in systems of support. Our administrators are not afraid to say, ‘hey, we need some support here.’ And when they do, we make sure to get the support out there,” Flores said.

Special Education Funding

Special Education funding is rising due to increased student load, but federal contributions mandated by legislation are falling short.

The federal government initially promised to provide 40% of special education funding under the Individuals with Disabilities Education Act but its contributions have never reached that target, according to a 2023 report by Education Week.

This forces states and local districts to “fill the gap.”

SPECTER is funded through grants, secured by the curriculum, instruction, and accountability department and special education administrators.

“This chronic underfunding puts a financial strain on schools, making it difficult for them to provide the necessary resources, hire and retain special education teachers, and fully implement Individualized Education Programs as required under federal law,” Rios said.

Now, the federal budget is being cut and the threat of dismantling the Department of Education is looming overhead, fueling heightened funding concerns.

Thus, special education continues to face multiple challenges, straining the nation’s most vulnerable classrooms.

Students Get Short End of the Stick

Teachers are stretched thin and limited on one-on-one instruction time. This can lead to a decline in the quality of education and raises questions about long-term impacts on students.

“High turnover rates lead to instability in the learning environment, causing students with disabilities to experience frequent changes in teachers, which can disrupt their progress and individualized support,” Rios said.

Federal law promises free and appropriate education to students with disabilities under the Individuals with Disabilities Education Act.

These issues greatly affect schools’ ability to deliver on that federal promise.

“When schools struggle to hire qualified special educators, students with disabilities may not receive the specialized instruction, accommodations, and support services outlined in their Individualized Education Programs,” Rios explained.

Rios warns that this decline in education will continue if schools fail to produce long-term solutions.

Districts must reduce administrative burdens, increase salaries, and enhance training programs she said.

Clovis Unified is on the right track, implementing training and ensuring support. Yet, they continue to have teacher openings.

“We have open positions right now. We’re already looking at the 2025-26 school year. We have some growth in our district when it comes to special education. So, we’ve got jobs there,” Flores said.